青少年手机等电子产品成瘾问题近年来愈发严重，以往研究对青少年的教育与发展问题的分析往往只考虑某一类因素或环境的影响，本研究从基于变量为中心和基于个体为中心的两个视角，对影响青少年手机等电子产品成瘾的多重因素进行深入探究。

本研究通过对1115名初一至高三年级青少年及其父母进行问卷调查，使用SPSS 25.0和Mplus 7.0进行描述统计、方差分析、相关及回归分析，以探讨不同的与青少年有关的人际关系因素（家师关系、亲子关系、师生关系）、学业自我效能感以及青少年手机等电子产品成瘾的现状；并通过结构方程模型和潜在剖面分析，分别以变量为中心和以人为中心的视角探讨家师关系、亲子关系、师生关系、学业自我效能感对青少年手机等电子产品成瘾的影响及其影响机制。研究结论如下：

1. 手机等电子产品成瘾情况：手机等电子产品成瘾均分较低，其中手机等电子产品成瘾总分超过5分的有105名，占总体的9.42%。青少年手机等电子产品成瘾存在显著的性别差异，男生的成瘾水平显著高于女生。

2. 家师关系基本情况：家师关系均分较高，且在家庭月收入和年级方面存在显著差异。其中家庭月收入高于2万元的青少年家师关系显著好于月收入在0.5万元以下和0.5-1万元的青少年，家庭月收入在1-2万元的青少年家师关系显著好于月收入在0.5万元以下的青少年。初二年级的家师关系显著好于初一、高二、高三年级的家师关系。

3. 亲子关系基本情况：亲子冲突均分较低，亲子亲合均分较高；亲子冲突存在显著的年级差异，其中初一年级的亲子冲突水平显著高于初三、高一、高二、高三年级，初二年级的亲子冲突水平显著高于初三、高一、高二、高三年级。亲子亲合水平均不存在显著差异。

4. 师生关系基本情况：师生关系均分中等，且仅在年级上存在显著差异，初中年级师生关系水平显著高于高中年级。

5. 学业自我效能感情况：学业自我效能感均分较高，且仅在年级上存在显著差异，初中年级学业自我效能感水平显著高于高中年级。

6. 家师关系、亲子亲合、师生关系、学业自我效能感两两变量之间均呈显著正相关，亲子冲突、手机等电子产品成瘾之间呈显著正相关且与其他变量之间呈显著负相关。

7. 根据青少年在不同人际关系因素上的反应，可以将青少年分为高人际支持组（家师关系、亲子关系、师生关系水平最高）、中人际支持组（家师关系、亲子关系、师生关系水平中等）、低人际支持组（家师关系、亲子关系、师生关系水平最低）；高人际支持组的青少年在学业效能感上的得分显著高于中人际支持组和低人际支持组；中人际支持组和低人际支持组在学业效能感上的得分无显著差异；低人际支持组的青少年在手机等电子产品成瘾上的得分显著高于中人际支持组和高人际支持组，中人际支持组的青少年在手机等电子产品成瘾上的得分显著高于高人际支持组。

8. 根据青少年在不同风险因素上的反应，可以将青少年分为低风险组（人际支持水平最高，学业自我效能感水平最高）、较低风险组（人际支持水平较高，学业自我效能感水平较高）、中等风险组（人际支持水平一般，学业自我效能感水平一般）、较高风险组（人际支持水平较低，学业自我效能感水平较低）、高风险组（人际支持水平最低，学业自我效能感水平最低）。高风险组的青少年在手机等电子产品成瘾上的得分显著高于一般风险组、较低风险组、低风险组，但与较高风险组在手机等电子产品成瘾上的得分无显著差异；较高风险组的青少年在手机等电子产品成瘾上的得分显著高于较低风险组、低风险组，但与一般风险组在手机等电子产品成瘾上的得分无显著差异；一般风险组的青少年在手机等电子产品成瘾上的得分显著高于较低风险组、低风险组，较低风险组的青少年在手机等电子产品成瘾上的得分显著高于低风险组。

9. 亲子关系、师生关系和学业自我效能感在家师关系与青少年手机等电子产品成瘾之间有显著的链式中介效应。

In recent years, teenagers’ phone and tablet addiction has become more and more serious. In previous studies, the analysis of teenagers' education and development problems often only considered the influence of a certain type of factors or environment. This study made an in-depth exploration of the multiple factors that affect teenagers' phone and tablet addiction from the perspectives of variable-centered and person-centered.

In this study, 1,115 teenagers and their parents were investigated by questionnaire, SPSS 25.0 and Mplus 7.0 were used for descriptive statistics, variance analysis, correlation and regression analysis to explore different relationship factors (parent-teacher relationship, parent-child relationship, teacher-student relationship), academic self-efficacy and the current situation of teenagers’ phone and tablet addiction. Through structural equation model and latent profile analysis，this study discusses the influence and mechanism of parent-teacher relationship, parent-child relationship, teacher-student relationship and academic self-efficacy on teenagers’ phone and tablet addiction from the perspective of variable-centered and person-centered . The study conclusions are as follows:

1. Basic situation of teenagers’ phone and tablet addiction: The average score of phone and tablet addiction is low, among which 105 have a total score of more than 5 points, accounting for 9.42% of the total. There are significant gender differences in phone and tablet addiction among teenagers, and the addiction level of boys is significantly higher than that of girls.

2. Basic situation of parent-teacher relationship: The average score of parent-teacher relationship is high, and there are significant differences in monthly family income and grade. Among them, the parent-teacher relationship of teenagers with monthly family income of more than 20,000 yuan is significantly better than that of teenagers with monthly income of less than 0.5 million yuan and 0.5-1 million yuan, and that of teenagers with monthly family income of 1-2 million yuan is significantly better than that of teenagers with monthly income of less than 0.5 million yuan. The parent-teacher relationship in junior two is significantly better than that in junior one, senior two and senior three.

3. Basic situation of parent-child relationship: the average score of parent-child conflict is low, and the average score of parent-child cohesion is high. There are significant grade differences in parent-child conflict, among which the level of parent-child conflict in junior 1 is significantly higher than that in junior 3, senior 1, senior 2 and senior 3, and that in junior 2 is significantly higher than that in junior 3, senior 1, senior 2 and senior 3. On average, there is no significant difference in parent-child cohesion.

4. Basic situation of teacher-student relationship: The average teacher-student relationship is medium, and there are significant differences only in grades. The level of teacher-student relationship in junior high school is significantly higher than that in senior high school.

5. Basic situation of academic self-efficacy: The average score of academic self-efficacy is high, and there are significant differences only in grades. The level of academic self-efficacy in junior high school is significantly higher than that in senior high school.

6. There is a significant positive correlation between any two of the four variables: parent-teacher relationship, parent-child cohesion, teacher-student relationship, and academic self-efficacy. There is a significant positive correlation between parent-child conflict, phone and tablet addiction, and a significant negative correlation with other variables.

7. According to teenagers' responses to different interpersonal factors, teenagers can be divided into good relationship group, general relationship group and poor relationship group; The scores of academic self-efficacy of teenagers in good relationship group are significantly higher than those in general relationship group and poor relationship group. There is no significant difference in academic self-efficacy between the general relationship group and the poor relationship group; The scores of teenagers in poor relationship group on phone and tablet addiction are significantly higher than those in general relationship group and good relationship group, and those in general relationship group are significantly higher than those in good relationship group.

8. According to teenagers' responses to the five risk factors, teenagers can be divided into low risk group, lower risk group, general risk group, higher risk group and high risk group. The scores of teenagers in high risk group on phone and tablet addiction are significantly higher than those in general risk group, lower risk group and low risk group, but there is no significant difference with those in high risk group. The scores of teenagers in the higher risk group on phone and tablet addiction are significantly higher than those in lower risk group and low risk group, but there is no significant difference with those in general risk group. The scores of teenagers in general risk group on phone and tablet addiction are significantly higher than those in lower risk group and low risk group, and the scores of teenagers in lower risk group on phone and tablet addiction are significantly higher than those in low risk group.

9. Parent-child relationship, teacher-student relationship and academic self-efficacy have significant chain mediating effects between parent-teacher relationship and phone and tablet addiction among teenagers.